In February 2026, the Department for Education’s commissioned Neurodivergence Task and Finish Group published a major national report setting out how mainstream education must change to better support neurodivergent children and young people.  

The findings are clear: too many learners face barriers that prevent them from thriving in school, and the current system is not meeting their needs.  

The report identifies four key priority areas and calls for a shift to a needs-led education system where support is provided based on a child’s strengths and needs, not on whether they have a clinical diagnosis.  

The Report highlights the importance of early identification of need, workforce development, inclusive teaching and learning environments, and strengthened funding, accountability and commissioning across partnerships between families, schools, health and social care.  

The recommendations closely align with the Neuroinclusive Education Network’s mission to empower and upskill educators with a national standard of knowledge, tools and confidence to create inclusive environments where every neurodivergent learner feels understood, valued and able to succeed. 
 

Why Change Is Needed 

The report shows that neurodivergent children and young people are far more likely to: 

• experience school absence and exclusion 
• face mental health challenges 
• struggle to access support early enough 
• encounter environments that do not reflect their sensory, communication or learning needs 

These disadvantages often spiral into poorer long-term outcomes. The Report is clear: this is not inevitable. Education can, and must, do better. 
 

What the Report Recommends 

The Task and Finish Group identify four priority areas that will transform outcomes for neurodivergent learners: 

1. Identifying Strengths and Needs Early 

Schools should have access to free, reliable, holistic assessment tools that help staff understand each learner’s strengths, barriers and support needs - without waiting for a diagnosis. The process must include the voices of children, young people and their families.  

2. Strengthening the Education Workforce 

Teachers, leaders and support staff need high-quality, evidence-informed training on neurodiversity, from initial teacher training to ongoing professional development.  

3. Creating Inclusive Learning Environments 

Schools should adapt their physical, sensory, social and communication environments, alongside more flexible curricula and assessment approaches. Behaviour policies should prioritise understanding, relationships and wellbeing.  

4. Funding and Accountability 

Support must be properly funded, with systems that allow local areas to plan effectively for their population. Families also need clear local routes to resolve concerns without resorting to tribunals.  
 

How NEN’s Work Aligns with These Priorities 

We welcome this Report. Many of its recommendations reflect the principles that underpin our work with schools, nurseries, colleges, MATs, local authorities and training providers. 

We support early identification - Through our strengths‑based resources and frameworks, we help education staff build a clear picture of each learner’s profile and plan support that enables them to take part, learn and thrive. 

We equip the workforce - Our Inclusive Practice Development Programme builds the confidence and capability of teachers, leaders and support staff, enabling inclusive practice across whole schools, settings and regions. 

We champion inclusive design - Through our Inclusive Practice Development Programme, our training provides practical tools for adapting environments, curricula and relationships so that autistic and all neurodivergent learners experience belonging, safety and positive connections. 

We work in partnership - Our network brings together educators, lived experience, local authorities, education leads and specialists to drive system‑wide improvement rooted in collaboration and shared understanding. 
 

What This Means for Schools and Settings 

The Report reinforces what many educators already know: inclusion must be integral to everyday practice - not provided as an after-thought. 

Consistent evidence from neurodivergent children and young people highlights that having teachers who understand them makes the biggest difference to their ability to achieve and thrive in education. 

Schools that embrace inclusive design see: 

• better attendance 
• improved student and teacher wellbeing 
• stronger dialogue and relationships between schools and families 
• higher engagement and achievement  

Our Commitment 

As the education system moves toward a needs-led model, we will continue to: 

• develop and share high‑quality training materials and resources 
• support whole‑school, whole‑trust, and regional transformation 
• amplify the voices of autistic and all neurodivergent young people and their families 
• advocate for policies that promote inclusion by design 

We look forward to working with partners across the country to build the benchmark for best inclusive practice and help make the Report’s vision a reality. 

Explore the Neuroinclusive education Network’s culture change training programme here 

Read The Neurodivergence Task and Finish Group report here